Bücher: „Action Model Learning“

1

C, Wade Rahima, Hrsg. Community action rooted in history: The CiviConnections model of service-learning. Silver Spring, Md: National Council for the Social Studies, 2007.

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2

University, Sheffield Hallam, Hrsg. Credit through learning action planning: A working model : session to be held at the Records of achievement conference, University of North London, 14 March 1994 : information pack. [Sheffield]: Sheffield Hallam University, 1994.

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3

C, Alkin Marvin, Christie Christina A und American Evaluation Association, Hrsg. Theorists' models in action. San Francisco, Calif: Jossey-Bass, 2005.

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4

Action-Reflection Seminar (2nd 2001 Naivasha, Kenya). Strategic and responsive evaluation of peacebuilding: Towards a learning model : report of the Second Action-Reflection Seminar convened by NPI-Africa and the NCCK-CPBD Project : Naivasha, Kenya, March 2001. Nairobi: NPI-Africa, 2002.

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5

Delogu, Cristina, Hrsg. Tecnologia per il web learning. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-571-9.

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This book maps out a course through the methodological and technological innovations of internet-based training, setting the emphasis on the collaborative character of experiences of learning and on the interactivity of the virtual workshops. On the one hand, this underscores the possibilities offered by the net to make available educational modes centred on the social process that enables learning in an active manner, rather than on the centrality of contents to be passively transferred to the students. On the other hand, it also shows how in the virtual workshops it is possible to develop one's understanding of the phenomena that are the subject of learning as a result of the interaction with the phenomena themselves, reproduced in the computer, acting upon them and observing the consequences of one's own actions. The effect is to underline how this type of model of learning can help to overcome the technology gap between different countries and social groups (the digital divide) and also to make learning more accessible even to disabled students.

6

Secundo, Giustina. Dynamic Learning Networks: Models and Cases in Action. Boston, MA: Springer-Verlag US, 2009.

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7

German ICM Conference (3th 2014 Marburg). The inverted classroom model: The 3rd German ICM-Conference - proceedings. Berlin: De Gruyter Oldenbourg, 2014.

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8

Johnson, Bob. Models of APEL and quality assurance. London: Southern England Consortium for Credit Accumulation and Transfer, 2002.

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9

Keengwe, Jared, Grace Onchwari und James N. Oigara. Promoting active learning through the flipped classroom model. Hershey, PA: Information Science Reference, 2014.

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10

Pak, Sang-jun. Kŏkkuro kyosil ŭl nŏmŏ kŏkkuro haksŭp ŭro: Uri nara kyosil e mannŭn kŏkkuro kyosil model ŭl ch'ajasŏ = Flipped classroom flipped learning. 8. Aufl. Kyŏnggi-do P'aju-si: Kyoyuk Kwahaksa, 2016.

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11

American Association for Artificial Intelligence. Workshop. Learning action models: Papers from the 1993 AAAI workshop, July 12, Washington, D.C.. Menlo Park, Calif: AAAI Press, 1994.

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12

Keengwe, Jared, und Grace Onchwari. Handbook of research on active learning and the flipped classroom model in the digital age. Hershey, PA: Information Science Reference, 2016.

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13

Ann, Mabrouk Patricia, American Chemical Society. Division of Analytical Chemistry und American Chemical Society. Division of Chemical Education, Hrsg. Active learning: Models from the analytical sciences. Washington, DC: American Chemical Society, 2007.

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14

Schmehl, Patricia. Introduction to concept mapping in nursing: Critical thinking in action. Burlington, Mass: Jones & Bartlett Learning, 2013.

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15

Harold, Ward, und American Association for Higher Education., Hrsg. Acting locally: Concepts and models for service-learning in environmental studies. Washington, DC: American Association for Higher Education, 1999.

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16

Spitzer, Manfred. The mind within the net: Models of learning, thinking, and acting. Cambridge, Mass: The MIT Press, 1999.

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17

Dudnik, Leonid. Referencing of foreign language texts. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077513.

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The textbook offers a model of abstract activity — the scientific basis of the system of educational actions for the formation of abstract competence. The issues of translation as a way of carrying out abstract actions are considered and texts for compiling abstracts in Russian and English are proposed. It is aimed at the formation and development of the skills of abstracting foreign-language texts in the process of learning foreign languages at universities. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduates studying in the areas of training 38.04.01 "Economics", 38.04.02 "Management", 38.04.03 "Personnel Management", 38.04.04 "State and municipal management", 38.04.08 "Finance and Credit", 27.04.05 "Innovation", 39.04.01 "Sociology". It will be useful for teachers of foreign languages and graduate students.

18

Maugeri, Giuseppe, und Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.

19

Rickenbach, Mark Alan. Medical education, professional learning and action research in the health service: Assessment, interventions and future models for general practice vocational training of senior house officers. Poole: Bournemouth University, 2003.

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20

Kasande, Josephine. Adapting the gender action learning system (GALS) in development programmes: Models of integrating GALS in functional adult literacy, agricultural extension, advocacy, village savings and lending associations. Kampala, Uganda: Participatory Ecological Land Use Management (PELUM) Uganda, 2016.

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21

Scardamalia, Marlene. Ethical models for exploitation of teacher-and-learner produced material: Final report. [Toronto: Institute of Child Study, Ontario Institute for Studies in Education, University of Toronto], 2001.

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22

Lad, Nimish. Shimamura's MARGE Model of Learning in Action. Catt Educational, Limited, John, 2021.

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23

Lytle, Mark, Thomas LCSW Lynn und Brenda Dammann. Transforming Therapy through Horses: Case Stories Teaching the EAGALA Model in Action. Createspace Independent Publishing Platform, 2016.

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24

Basom, Margaret R., Diane M. Yerkes und Bruce G. Barnett. Developing Educational Leaders: A Working Model: The Learning Community in Action (Critical Issues in Educational Leadership, 7). Teachers College Press, 2002.

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25

Basom, Margaret R., Diane M. Yerkes und Bruce G. Barnett. Developing Educational Leaders: A Working Model : The Learning Community in Action (Critical Issues in Educational Leadership Series). Teachers College Press, 2002.

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26

Gershman, Samuel J. Reinforcement Learning and Causal Models. Herausgegeben von Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.20.

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This chapter reviews the diverse roles that causal knowledge plays in reinforcement learning. The first half of the chapter contrasts a “model-free” system that learns to repeat actions that lead to reward with a “model-based” system that learns a probabilistic causal model of the environment, which it then uses to plan action sequences. Evidence suggests that these two systems coexist in the brain, both competing and cooperating with each other. The interplay of two systems allows the brain to negotiate a balance between cognitively cheap but inaccurate model-free algorithms and accurate but expensive model-based algorithms. The second half of the chapter reviews research on hidden state inference in reinforcement learning. The problem of inferring hidden states can be construed in terms of inferring the latent causes that give rise to sensory data and rewards. Because hidden state inference affects both model-based and model-free reinforcement learning, causal knowledge impinges upon both systems.

27

Beck, Sharon Ellen. THE DEVELOPMENT, ANALYSIS, IMPLEMENTATION AND EVALUATION OF A COOPERATIVE LEARNING TEACHING MODEL USING ACTION RESEARCH IN RN/BSN NURSING EDUCATION. 1992.

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28

Rauch, Sheila A. M., und Israel Liberzon. Mechanisms of Action in Psychotherapy. Herausgegeben von Israel Liberzon und Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0019.

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Therapy at its core is based on learning, and learning at its core is biological. Experience that is not in some way encoded in the brain and/or body is lost. This chapter provides a discussion of mechanisms of therapy research in PTSD in which the goal is to understand how PTSD therapy works. First, the chapter reviews what a mechanism is and how therapeutic mechanisms are examined. It then discusses the importance of therapeutic mechanisms research within the broader realm of mental health research. It focuses on prolonged exposure (PE) therapy for PTSD as an example of application of mechanisms research methodology and begins with the presentation of a theoretical model that builds on previous theory and mechanisms research to date. While much of this model is theoretical, the goal is to show how mechanisms research may apply to clinical practice to improve precision, efficiency, and efficacy.

29

Maniotes, Leslie K. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2018. http://dx.doi.org/10.5040/9798400660559.

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This book explores Guided Inquiry Design®, a simple, practical model that addresses all areas of inquiry-based learning and sets the foundation for elementary-age students to learn more deeply. One of three needed for district-wide implementation of GID at all levels, K-12, this book provides an introduction to an educational method that embeds information literacy into content areas and encourages students to acquire a more intimate knowledge of subjects through asking questions and conducting more thorough research. Intended to be used alongside Guided Inquiry Design®, lessons are laid out using the GID session plan templates from Guided Inquiry Design®. Readers can implement these lessons as they are or use them as models in designing their own, similar units customized for their own local or school population and to meet relevant standards and content. Included in these lesson plans are lessons created by educators for increased student interaction that enhance the elementary educator's ability to instruct younger students using the GID process.

30

Huda, Ahmed Samei. The Medical Model in Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198807254.001.0001.

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The medical model is a biopsychosocial model assessing a patient’s problems and matching them to the diagnostic construct using pattern recognition of clinical features. Diagnostic constructs allow for researching, communicating, teaching, and learning useful clinical information to influence clinical decision-making. They also have social and administrative functions such as access to benefits. They may also help explain why problems occur. Diagnostic constructs are used to describe diseases/syndromes and also other types of conditions such as spectrums of conditions. Treatments in medicine and psychiatry have several treatment objectives including cure or reducing distress and a variety of mechanisms of action apart from reversing disease/cure. Causation of conditions in medicine and psychiatry are often complex. The medical model allows doctors to assess and offer effective treatments to large numbers of patients and provide emergency cover. Diagnostic constructs in psychiatry and general medicine overlap for attributes such as clinical utility (e.g. predicting likely outcomes) and validity (e.g. lack of boundaries between different diagnostic constructs) and importance of social factors. There is an overlap in effectiveness between psychiatric and general medicine treatments and many general medicine medications do not reverse disease processes. Different mental health classifications have particular strengths and weaknesses for clinical, research, and social functions. Mental health research into understanding causes and mechanisms may need other classifications than diagnosis. As doctors in all specialties encounter mental health problems, there will always be psychiatric diagnostic constructs compatible with their training. Mental health research and service provision will always need to address psychosocial issues.

31

Heilesen, Simon B., und Anders Siig Andersen. Roskilde Model: Problem-Oriented Learning and Project Work. Springer International Publishing AG, 2014.

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32

Heilesen, Simon B., und Anders Siig Andersen. Roskilde Model: Problem-Oriented Learning and Project Work. Springer, 2014.

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33

Heilesen, Simon B., und Anders Siig Andersen. Roskilde Model: Problem-Oriented Learning and Project Work. Springer International Publishing AG, 2016.

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34

Secundo, Giustina, und Aldo Romano. Dynamic Learning Networks: Models and Cases in Action. Springer, 2010.

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35

Shen, Wei-Min. Learning Action Models: Papers from the 1993 Workshop. AAAI Press, 1994.

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36

Heinrich, Paul. The role of the actor in medical education. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0055.

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The role of standardized or simulated patient, whether played by professional actor or lay member of the public, is an acting role, requiring at least a basic level of acting. This chapter proposes a taxonomy of five different modes of performance in medical education, namely, assessment, audit, experiential learning, demonstration, and instruction. Each role play mode comprises three players—actor, role-player, and educator—who work together in what might be called a simulation triad. Each mode leads to a distinctive mode of performance, which determines the roles and relationships within the simulation triad, and the nature of the decisions that need to be made in relation to recruitment, training, performance, and feedback. It is hoped that this proposed taxonomy of performance may contribute to clarification for the future development of medical simulation.

37

Farsi, Milad, und Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Incorporated, John, 2022.

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38

Farsi, Milad, und Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Incorporated, John, 2022.

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39

Farsi, Milad, und Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Limited, John, 2022.

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40

Farsi, Milad, und Jun Liu. Model-Based Reinforcement Learning: From Data to Actions with Python-Based Toolbox. Wiley & Sons, Incorporated, John, 2022.

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41

Maniotes, Leslie K., LaDawna Harrington und Patrice Lambusta. Guided Inquiry Design® in Action. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400660573.

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Supplying classroom-tested lessons and unit plans that can serve as templates, this book demonstrates exactly how to integrate and implement Guided Inquiry Design® (GID) theory into practice. Guided Inquiry is an approach that many educators—thought leaders and practitioners alike—are finding to be well-suited to information-age learning and a way to meet Common Core Standards. For many teachers, librarians, middle school leaders, and curriculum specialists, the biggest challenge is finding examples of guided inquiry in practice applicable to their own context. This guide offers an easy solution, offering ready-to-use templates and models for implementing Guided Inquiry Design® (GID) in the middle school learning environment. With each supplied lesson laid out according to the session plan templates from GID and a thorough description of the ideal inquiry process from beginning to end, integration and implementation of GID is attainable. Besides showing how to put GID to best use to achieve five kinds of learning through inquiry, the book provides an explicit structure for developing instructional partnerships and collaborative teams within the school and with the larger community. It enables teachers, school librarians, and other educational partners to consider and plan for achieving outcomes that bring about deep understanding while also addressing curricular goals. Readers will be better equipped to provide an authentic learning environment using collaboration, discussion, and reflection embedded in the sessions, thereby helping their students to be able to think creatively to solve problems.

42

Spitzer, Manfred. Mind Within the Net: Models of Learning, Thinking, and Acting. MIT Press, 2000.

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43

Doffman, Mark, und Jean-Philippe Calvin. Contemporary Music in Action. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0016.

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This chapter looks at collaborative work between composers and performers in an educational setting, and using the case study of a postgraduate programme at the Royal College of Music in London, it explores the values and meanings attached to creative collaboration for students preparing to enter the world of work. The study showed how students found this sort of collaborative work to be potentially career-enhancing and creatively fulfilling. The study also found however that composer–performer roles were demarcated strongly enough to constrain the degree of collaboration and learning to satisfy all the participants. The chapter concludes with questions about the degree to which such programmes challenge the assumptions and roles of performers and composers. How do conservatoires both prepare students for the world of work and provide models that might challenge that world?

44

Falk, John H., und Beverly K. Sheppard. Thriving in the Knowledge Age: New Business Models for Museums and Other Cultural Institutions. AltaMira Press, 2006.

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45

Ellmo, Wendy. Adapted Adventure Activities: A Rehabilitation Model for Adventure Programming and Group Initiatives. Kendall Hunt Pub Co, 1995.

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46

Yu, Angela J. Bayesian Models of Attention. Herausgegeben von Anna C. (Kia) Nobre und Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.025.

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Traditionally, attentional selection has been thought of as arising naturally from resource limitations, with a focus on what might be the most apt metaphor, e.g. whether it is a ‘bottleneck’ or ‘spotlight’. However, these simple metaphors cannot account for the specificity, flexibility, and heterogeneity of the way attentional selection manifests itself in different behavioural contexts. A recent body of theoretical work has taken a different approach, focusing on the computational needs of selective processing, relative to environmental constraints and behavioural goals. They typically adopt a normative computational framework, incorporating Bayes-optimal algorithms for information processing and action selection. This chapter reviews some of this recent modelling work, specifically in the context of attention for learning, covert spatial attention, and overt spatial attention.

47

Spitzer, Manfred. The Mind within the Net: Models of Learning, Thinking, and Acting. The MIT Press, 2000.

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48

(Editor), Marvin Alkin, und Christina A. Christie (Editor), Hrsg. Theorists' Models in Action: New Directions for Evaluation (J-B PE Single Issue (Program) Evaluation). Jossey-Bass, 2005.

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49

Ward, Harold. Acting Locally: Concepts and Models for Service Learning in Environmental Studies (Service Learning in the Disciplines Series). Stylus Publishing, 1999.

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50

Iori, Giulia, und James Porter. Agent-based Modeling for Financial Markets. Herausgegeben von Shu-Heng Chen, Mak Kaboudan und Ye-Rong Du. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199844371.013.43.

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This chapter discusses a step in the evolution of agent-based model (ABM) research in finance. Agent-based modeling has concentrated on the development of stylized market models, which have been extremely useful for understanding how complex macro-scale phenomena emerge from micro-rules. In order to further develop ABMs from proof of concept into robust tools for policy makers, to control and forecast complex real-world financial markets, it is essential to permit agents to behave as active data-gathering decision makers with sophisticated learning capabilities. The main focus of this chapter is to show how agent based models (ABMs) in financial markets have evolved from simple zero- intelligence agents that follow arbitrary rules of thumb into sophisticated agents described by microfounded rules of behavior. The chapter then briefly looks at the challenges posed by and approaches to model calibration and provides examples of how ABMs have been successful at offering useful insights for policy making.

Bücher zum Thema „Action Model Learning“

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